AC9LJ8EC06 Year 7 Languages

This Content Descriptor from Year 7 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

create spoken, written and multimodal, informative and imaginative texts for familiar contexts and purposes using appropriate vocabulary, expressions, grammatical structures and some textual conventions, and hiragana and katakana with support of the chart and some familiar kanji

Elaborations

• 1 creating imaginative texts (written, multimodal, role-play, digital clip, photo montage, etc.) across a variety of modes to engage others, for example, a comic strip based on an imaginative routine, a story modelled on a folktale or fable, a commercial about new product
• 2 creating and illustrating informative and/or imaginative bilingual texts, for example, creating labels to post around the school, story books, posters, captions, and subtitles
• 3 working collaboratively to create a skit or role-play for a specific purpose and audience, for example, a glimpse into a week in the life of a teenager living in Australia for potential exchange student groups, or recycling in Japan compared with Australia for the school community’s Environment Week events
• 4 creating a print or digital poster in Japanese to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
• 5 understanding textual conventions of familiar types of texts such as めいし, emails, conversations, speeches, advertisements, stories and songs, and how they are typically constructed, for example, considering the use of particular layouts, visual images and grammatical features in advertisements, manga or brochures
• 6 using a range of familiar textual structures and features to suit the audience, context and purpose, for example, writing a simple email or letter to a host family using polite form, set expressions, paragraphs, and salutations
• 7 using a range of modelled grammatical structures when creating texts such as です、ます、ました、ませんでした、ましょう and appropriate punctuation, for example, full stops (。) and commas (、)
• 8 creating informative texts using print or digital tools, for example, reporting on events and activities through a personal blog, digital post, formal speech, diagrams, charts or illustrated schedules きのうサッカーのしあいでした。わたしのがっこうのチームはかちました。
• 9 understanding how to create textual cohesion using elements such as paragraphing or conjunctions to sequence and link ideas and maintain the flow of expression, for example, そして、それから、でも
• 10 creating texts using hiragana and katakana, with charts and resources as support, with some kanji for numbers, days of the week and high-frequency nouns, adjectives and verbs, such as 人、先生、日本、大きい、小さい、友だち、見ます、行きます

Related Achievement Standards